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Journal articles on the topic 'Peking Second Foreign Language Institute'
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1
Ren, Wei, and Jianda Liu. "Second language research." Language Teaching 49, no. 2 (March 18, 2016): 295–98. http://dx.doi.org/10.1017/s0261444815000506.
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The Center for Linguistics and Applied Linguistics (CLAL) at Guangdong University of Foreign Studies is recognized as a ‘National Key Research Institute for the Humanities and Social Sciences’ by the Ministry of Education of the People's Republic of China. It is the only center recognized by the Chinese Ministry of Education to have a national key research institute devoted to linguistics and applied linguistics. CLAL has cultivated a core team of scholars whose work in linguistics and applied linguistics is both prolific and broad in scope, spanning three fields of research: second language (L2) learning, societal and public discourse analysis, and theoretical linguistics.
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Solodkova, Irina M., Elena V. Grigorieva, and Liliya R. Ismagilova. "Shaping the quality of second language learning: Students’ perspective." SHS Web of Conferences 48 (2018): 01071. http://dx.doi.org/10.1051/shsconf/20184801071.
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The paper dwells on the problem of identifying the most crucial factors affecting the quality of foreign language learning from the students’ perspective. Quality foreign language education is a disputable issue in 21 century due to the increased global workforce competition. Human capital has a great impact on education as an important factor in shaping a new quality of country’s economy and well-being of society. Foreign language skill is an integral component of highly qualified professionals as the global economic processes make them participate in cross-border business communication. In these conditions the aim of higher education establishments is to provide quality of language learning and teaching that allows future specialists not to distort the meaning in written and oral communication within their professional framework. The two-phase survey conducted among 67 students of the Institute of Management, Economics and Finance of the Kazan Federal University provided with quantitative data. The respondents ranked differently the factors determining the quality of language learning and teaching responses after two years of completing their foreign language education and were generally satisfied with the quality of service rendered. The obtained results give optimistic forecasts regarding the improvement of foreign language education and help reconsider the way of teaching a foreign language basing on the chosen factors.
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Song, Lihui. "Identity Switching for Teaching Reflection — Example from Waikato Institute of Technology." Theory and Practice in Language Studies 10, no. 1 (December 24, 2019): 91. http://dx.doi.org/10.17507/tpls.1001.13.
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The purpose of reflective teaching is to examine teaching process and improve teacher’s teaching ability. The reflective teaching course of Waikato Institute of Technology offers teachers an experience to learn a second language as fresh students. Through the process of a new foreign language learning practice, personal reflection, group discussion, personal reflective writing and teacher’s guidance, the teacher trainees are hoped to get a better understanding of students’ learning process, which can inspire college English teaching in China.
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Seregina, Tatiana, Svetlana Zubanova, Viktor Druzhinin, and Guzalia Shagivaleeva. "The Role of Language in Intercultural Communication." Space and Culture, India 7, no. 3 (November 25, 2019): 243–53. http://dx.doi.org/10.20896/saci.v7i3.524.
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Intercultural dialogue as a critical component of modern society should contribute to the self-identification of a person in the cultural space. This research aims to demonstrate the importance of multiculturalism— learning a second language in the Russian system of higher education. To accomplish the research objectives, 78 students were recruited at Tula State University, 158 students at Kuban State University and 152 technical students at Moscow Aviation Institute. Analysing and comparing experiments on learning a second language, the findings determine the effective methods and forms of teaching. In doing so, the research foregrounds some forms of effective teaching and indicates the ways to achieve them. In other words, the findings made it possible to identify the effective strategies for teaching a foreign language both in local and global level.
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Ewa Półtorak. "PODEJŚCIE DO BŁĘDU W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZNIA." Neofilolog, no. 53/2 (December 30, 2019): 263–80. http://dx.doi.org/10.14746/n.2019.53.2.8.
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The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.
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Kaskova, Margarita, and Olga Demina. "Texts rendering into a foreign language. Distant learning experience." E3S Web of Conferences 295 (2021): 05014. http://dx.doi.org/10.1051/e3sconf/202129505014.
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This article examines the effectiveness of pedagogical techniques and means of stimulating educational motivation during the classes “Rendering and annotating text in a foreign language” in distant learning in higher education. Experimental training was conducted to test the effectiveness of the authors’ electronic text rendering tutorial for students learning Italian as a second language. The experiment was carried out among the 2-nd and 3-rd year students of the Linguistics department in the Institute of Foreign Languages of the RUDN University in the 2019-2020 and 2020-2021 academic years. Currently e-learning has successfully integrated into the system of traditional education and is no longer seen as an alternative. The authors of this article focused on a combination of resources and tools from the Microsoft Teams platform and elaborated tutorial on rendering to motivate learners with distant learning. The article describes pedagogical practices for enhancing the motivation of students. We are talking about texts for rendering all major genres, functional styles, various topics, taking into account the level of students’ preparedness. With the aim of involving students in rendering activities and active expression of their own opinion, the researchers used an “ interpretive abstract “and included the paragraph “ OPPINIONE “ as its component. Experimental verification, its results and conclusions showed that combined rendering training based on e- tutorial developed by the authors and Microsoft Teams platform activates students’ motivation and contributes to their involvement in the process. The experiment showed another strong point of distant learning: it made a great contribution to the development of students’ independence, self-discipline and responsibility. 220.
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Jusuf, Michelle Nikita. "ANALISIS EFEKTIVITAS EXPO DAN OPEN HOUSE SERTA MINAT CALON SISWA INDONESIA DAN ASING PADA ENGLISH FIRST (EF) MALANG." Jurnal Ilmiah Bisnis dan Ekonomi Asia 11, no. 2 (September 17, 2018): 21–26. http://dx.doi.org/10.32812/jibeka.v11i2.41.
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At this time, it is known that in the era of globalization people are required to have such a useful provision like the foreign language skills such as English. Many foreign language education institutions also have been established in Indonesia as well as in Malang for example English First (EF), The British Institute (TBI), Institute for Language and Education Professionals LIA (LBPP LIA). Therefore, many language institutions that hold promotions in attracting students and one of them is English First (EF). There are two research problem: First, how is the differences in the effectiveness of the expo and open house to increase the number of students at the EF. Second, how is the differences in the effectiveness of expo and open house on the interests of prospective Indonesian and foreign students at EF. As this study used quantitative methods.
In this research expo looks much more effective at getting students while held this event compared to the open house. In the expo can also be obtained advantages that could be closer to prospective customers and get a better response compared with the approach using the email or telephone. Effectiveness of the expo and open house at the interests of prospective Indonesian students and foreign students at the EF did not have a significant difference. In this case means that the two candidates both Indonesian and foreign students also have a passion for learning in EF.
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Markova, Elena M., and Roman Kvapil. "Teaching Russian in a closely-related Slovak environment." Russian Language Studies 19, no. 2 (December 15, 2021): 191–206. http://dx.doi.org/10.22363/2618-8163-2021-19-2-191-206.
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The article discusses features of studying Russian as a foreign language in schools in Slovakia. The relevance of the research is determined by the fact that the new socio-political conditions in which Russian is studied as a second foreign language competing with other languages have brought about changes in the status, goals, motives for study, content, approaches to selecting, grouping and presenting material, the methodological concept of teaching. The aim of the work is to identify the features of teaching Russian as a second foreign language in a closely related Slovak language environment. The authors drew on the method of comparison and collation, the method of application (overlaying fragments of language systems), method of component analysis, method of word-formation analysis, methods of analysis of official statistical, sociolinguistic data. In the course of the study, the data of the State Institute for Education Statistics and Forecasts of the Slovak Republic, the peculiarities of Slovak students motivation for learning the Russian language were analyzed, a comparative analysis of the main lexical and grammatical phenomena of the Russian and Slovak languages was carried out. The research resulted in identifying the specifics of Russian as a Slavic language in the status of a second foreign language, the extent of its demand in school practice in Slovakia, reviewing the motives for studying it, and, on the basis of this, developing requirements for selecting, grouping, and studying lexical and grammatical material. The authors see the prospects for teaching the Russian language in Slovakia in combining the system-structural and linguoculturological approaches.
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Kim, Youn-Hee, Robert Kohls, and Christian W. Chun. "Research in the Modern Language Centre at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)." Language Teaching 42, no. 4 (October 2009): 525–30. http://dx.doi.org/10.1017/s0261444809990073.
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The Modern Language Centre addresses a broad spectrum of theoretical and practical issues related to second and minority language teaching and learning. Since its foundation in 1968, the quality and range of the Centre's graduate studies programs, research, and development projects and field and dissemination services have brought it both national and international recognition. Our work focuses on curriculum, instruction, and policies for education in second, foreign, and minority languages, particularly in reference to English and French in Canada but also other languages and settings – including studies of language learning, methodology and organization of classroom instruction, language education policies, student and program evaluation, teacher development, as well as issues related to bilingualism, multilingualism, cultural diversity, and literacy. In this research report, we will present research activities underway in the Centre in the areas of pedagogy, literacy development, sociocultural theory, pragmatics, and assessment.
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Malova, Natalia Vladimirovna. "Professional communication in a foreign language: designing a practical workshop for bachelors." Samara Journal of Science 6, no. 3 (September 1, 2017): 293–96. http://dx.doi.org/10.17816/snv201763307.
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The following paper discusses the actual task of modern technical specialist training: getting him/her ready to communicate professionally in a foreign language. Practice requests are naturally reflected in the development of curricula and programs of higher professional education. The author demonstrates the urgency of the task in connection with the constantly changing foreign language professional communication, especially computer-mediated part of it. The author identifies two main approaches to the organization of studies at the university: changing the structure, content, methods of the course Foreign Language and the development of new courses of the curriculum. Within the framework of the second approach, the process of designing an educational and methodical complex for a professional communication course on the basis of a process approach is considered in some detail. The paper emphasizes the importance of using professional skills of prospective specialists to increase the effectiveness of the educational process, in particular, the development of copyright audio and video materials. The workshop for audio engineers, developed by the author of the paper, is successfully used in the educational process of Samara State Institute of Culture.
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Batu, Purnama Nancy Lumban, and Wida Cahyaningrum. "Outdoor Learning for Cadets of Maritime Higher Education Institute: The Students' Perspective." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 02 (September 25, 2020): 36–41. http://dx.doi.org/10.35569/biormatika.v6i02.798.
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This paper aims to describe how motivation, attitude, input, and exposure affect learners anxiety in students uptake in acquiring English. The participants of this study are adult learners who have learned English averagely for more than ten years. Studies on SLA have illustrated that learners' anxiety could hinder them from acquiring a second or a foreign language. As an effort to reduce the tension and anxiety, a set of out-of-classroom learning activities was conducted. It was then observed how the students gradually loosened their anxiety and gained more confidence in expressing themselves in English throughout the activities
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Obeid, Rana. "Second Language Writing and Assessment: Voices from Within the Saudi EFL Context." English Language Teaching 10, no. 6 (May 27, 2017): 174. http://dx.doi.org/10.5539/elt.v10n6p174.
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This small scale, quantitatively based, research study aimed at exploring one of the most debated areas in the field of Teaching English to Speakers of Other Languages (TESOL); and that is, the perceptions and attitudes of English as a Foreign Language (EFL) teachers as well as EFL learners at an English Language Institute (ELI) at a major university in the Western region of Saudi Arabia, King Abdulaziz University, towards second language writing assessment. The research study involved, randomly selected twenty-two EFL teachers and seventy-eight EFL students between the period of September 2016 and December 2016. Two, purposefully designed, twenty-item, Likert scale questionnaires were distributed amongst the teachers and students. One for the participating EFL teachers and one for the participating EFL students. Data analysis using descriptive statistical methods indicated several concerns which EFL teachers and students have with regards to the writing assessment in general and to the obstacles EFL teachers face when teaching and assessing writing. In addition, there was an indication of general resentments and strong feelings amongst the EFL students where the majority indicated that they are sometimes graded unfairly and writing assessment should take another, more holistic approach rather a narrow one. The study makes recommendations for future research.
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Horváth, Györgyi. "Towards a Methodology of the Intercultural Teaching of Hungarian Literature to Speakers of Hungarian as a Second/Foreign Language." Hungarian Cultural Studies 6 (January 12, 2014): 148–63. http://dx.doi.org/10.5195/ahea.2013.118.
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Although there are many Hungarian Studies scholars teaching literature to Hungarian language learners around the world, there are practically no resources available about what is happening in these classes, and what linguistic, literary and cultural challenges they pose for students and teachers. In her study, Györgyi Horváth discusses her ten-year teaching experience as a teacher of Hungarian literature to Hungarian language learners within the Hungarian Studies Program, a one-year off-site university program offered to international students, accredited by the University of Pécs, and hosted by the Balassi Institute, Budapest. She discusses the institutional and program framework she worked in, gives a detailed account of the linguistic, literary and especially the cultural competencies that were in play in these courses, and also formulates some general methodological insights about teaching Hungarian literature to language learners. Horváth concludes that teaching literature cross-culturally widens the cultural horizons of students as well as of their teachers, offering them a space for increased cultural awareness and self-reflection.
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Küçükler, Halil. "Graduate Students’ Proficiency Strategy Attitutes on Autonomous Learning in Foreign Language Learning." English Language Teaching 11, no. 7 (June 20, 2018): 142. http://dx.doi.org/10.5539/elt.v11n7p142.
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The aim of the study is to investigate the strategy attitudes of graduate students’ proficiency attitudes on autonomous learning in foreign language learning. This survey was conducted in Balıkesir University in academic years of of 2014-2015. The survey analyses graduate (Master of Arts) students’ foreign language learning styles and strategies to find out to what extent they are autonomous. Two kinds of questionnaires were administered. The first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ) developed by Reid (1987). The two questionnaires were administered to 600 graduate students enrolled in the Institutions of Social Sciences and the Institution of Health at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded the questionnaires. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed and non-instructed on voluntary bases. The results of data analysis showed that most of the participants preferred to learn English in class. But few students believed that they would be successful by self-study. The learners did not use strategies in high level but they used them in medium level.
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Maisaroh, Siti. "Interferensi Sintaksis Bahasa Ibu terhadap Keterampilan Berbicara Bahasa Arab (Studi Kasus Mahasiswa Pendidikan Bahasa Arab STAI Syaichona Moh. Cholil Bangkalan)." Syaikhuna: Jurnal Pendidikan dan Pranata Islam 9, no. 2 (October 26, 2018): 157–80. http://dx.doi.org/10.36835/syaikhuna.v9i2.3256.
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Arabic is the second language that has to be learned in formal education institution and also becomes compulsory subject for students of Arabic department. Each language has different elements that make the students are difficult to master foreign language (Arabic). Moreover, language mastery must have four language skills where composition is one of skills in language. This article explains the result of the research concerns with the Indonesian language syntactical interference on Arabic speaking. Based on the result of the research, the ability of speaking or Arabic conversation still influenced by Indonesian language, even thought many students are able to speak with the appropriate grammar (nahwu and shorof) especially for the students of Arabic Department of Syaichona Moh. Cholil State Institute of Islamic Studies Bangkalan.
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Wahyu, Gede Eka, and Ni Putu Evi Wahyu Citrawati. "The Investigation of Request Strategies By EFL Learners of The International Institute of Tourism and Business Denpasar." Humanis 25, no. 2 (May 22, 2021): 145. http://dx.doi.org/10.24843/jh.2021.v25.i02.p03.
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Communicative competence has been the goal teaching of a second or foreign language. In acquiring the language, speakers of language also acquire the rules of knowledge and choose the speech acts when communicating with others. This study aimed to investigate the act of request strategies and request perspectives produced by the student of The International Institute of Tourism and Business Denpasar. There are fifty students’ involved in the study with intermediate level in their English proficiency. The data is collected with a written Discourse Completion Test (DCT) which has ten request situations. Soshana Blum Kulka and Olshtain’s (1984) theory is used to categorize the speech acts produce in analyzing data. The result of the project showed that most of the students use internal modification and the number of students external modification in their speech acts.
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Imamovna Sokolova, Inna, and Ilyuza Vasilovna Gilmutdinova. "FORMATION OF THE RESEARCH SKILLS OF STUDENTS DURING STUDYING THE FOREIGN LANGUAGE (ENGLISH) AT THE UNIVERSITY." Humanities & Social Sciences Reviews 7, no. 6 (November 15, 2019): 33–37. http://dx.doi.org/10.18510/hssr.2019.768.
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The purpose of the article is to research the influence of English lessons and students’ scientific conferences on the formation of the research skills of university students.Materials and methods: The second-year students of the Institute of Psychology and Education, Kazan Federal University took part in the study. In the process of study, the following research methods were used: theoretical analysis and synthesis of scientific literature; the study and synthesis of advanced educational experience; pedagogical observations of the process of foreign language education at the university, interviews, and questionnaires.Results of the research: There were identified the key research skills for university students. The initial and final level of the formation of the research skills during the academic year was measured. The results show that the lessons of the foreign language (English) along with the participation in student’s conference influence effectively on the research skills formation.
Applications: This research can be used for the universities, teachers, and students.
Novelty/Originality: In this research, the model of Formation of the research skills of students during studying the foreign language (English) at the university is presented in a comprehensive and complete manner.
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Romaniuk, Svitlana Zakharivna. "Theoretical and Methodological Basics Teaching Ukrainian in a Foreign-Language Environment: Comparative Aspect." Studia Gdańskie. Wizje i rzeczywistość XVI (March 27, 2020): 135–50. http://dx.doi.org/10.5604/01.3001.0014.2518.
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The article substantiates and characterizes the role of the native lan-guage in formation and development of the ethnocultural community of immigrants and their descendants in the country of settlement/birth and in its foreign environment. Theoretical and methodological principles of teaching Ukrainian as a foreign/second language by ethnic Ukrainian in the western diaspora in the second half of the XX-early XXI century. It has been found out that this process takes place under the influence of the official/state language). It has been established that in these coun-tries, ethnic Ukrainians have formed a system of teaching the Ukrainian language, starting with kindergarten/room and finishing with universi-ties. Language acquisition begins with the development of oral speech (preference is given to formation of communicative competencies of pupils/students), then pupils learn to read and write and gradually ac-quire a knowledge of its basic linguistic concepts and categories and master the skills of their practical use. The main goal of the native lan-guage education of Ukrainians in the diaspora is to ensure free posses-sion of the younger generations of foreign Ukrainians in all vital situa-tions, in communication with Ukrainians on all continents of the planet. It is established that the foundations of Ukrainian lingvodidactics in the mid-40's of the twentieth century was laid by the Canadian teacher Illia Shklianka. His ideas found continuation in scientific works, text-books and pedagogical activity of Maria Deiko, Yar Slavutych, Roma Franko, Bohdan Shkandrii and other educators of the Western Ukra-inian diaspora. Today they are fruitfully developed by Romana Bedriy, Olenka Bilash, Maria Savdyk, employees of the Ukrainian Language Center of Canadian Institute of Ukrainian Studies at the University of Alberta, other educational and scientific institutions and establishments where Ukrainian language is studied. The main goal of their activity is to create an appropriate language environment for children, pupils and students who learn Ukrainian by means of modern methods and tech-nologies, innovative educational resources, including those made in Ukraine.
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Hall, Robert A. "165 Broadway – A crucial node in American Structural Linguistics." Historiographia Linguistica 18, no. 1 (January 1, 1991): 153–66. http://dx.doi.org/10.1075/hl.18.1.05hal.
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Summary During the Second World War, the United States Armed Forces Institute (USAFI) provided language teaching manuals and dictionaries for military and civilian use. From 1 July 1943 through 30 June 1945, this work was concentrated at an office which was located at 165 Broadway, New York City, and which was headed by a group of young, vigorous, and well trained linguists. The author provides a list of the personnel of this group and describes their activities and their relations with other developments in linguistics at that time and thereafter. Emphasis is placed on the crucial rôle of the ‘165 Broadway’ group in the application of structural linguistic analysis to the teaching of foreign languages in the United States in following decades.
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Benő, Attila. "Multilingualism and Education in Transylvania." Acta Universitatis Sapientiae, Philologica 7, no. 3 (December 1, 2015): 25–36. http://dx.doi.org/10.1515/ausp-2015-0052.
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Abstract The topic of this paper is the situation of language skills and a determining factor of it in minority context: languages of instruction in Transylvania. Presenting the socio-demographic context and the status of languages as they are manifested in language skills. Language skills are presented referring to mother tongue skills, second and foreign language competence. The paper emphasizes that the connection between schooling, education, and language usage is evident in the case of minority languages since the instruction in minority languages is a key factor for the maintenance of the language. The empirical data used in the paper come from several sources, most important of them being a sociolinguistic survey in a representative sample of Hungarians in Transylvania carried out by The Romanian Institute for Research on National Minorities (Cluj/Kolozsvár) in 2009.
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Baydikova, Natalia L. "Social demand of society as a factor of specifying the goals of foreign language teaching in technical university." Science and School, no. 3, 2020 (2020): 115–25. http://dx.doi.org/10.31862/1819-463x-2020-3-115-125.
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The structure of the article is determined by the logic of designing the goals of foreign language teaching in a technical university. The highest level of generality of goals reflects the social demand of society as a whole and is presented in the Federal State Educational Standard of Higher Education. At the second level of goal formulation (Model Discipline Programs), they are specified according to the needs of the spheres of economics. In the development of Work Programs of Discipline within the framework of teaching in a specific university, final clarification of goals is required depending on the requirements of regional employers (the third level of specification of goals). In order to clarify the objectives of teaching foreign language to students of technical universities taking into account the requirements of the regional labour market, a questionnaire was conducted in 2019 for graduates of the National Research University „Moscow Institute of Electronic Technology,” working in a specialty in enterprises in the field of exact technologies in Zelenohrad (Moscow). The questionnaire showed that in addition to the four types of speech activities specified in the Model Programs on Foreign Language for Non-Language Universities, engineers use interpretation and translation in their professional activities. The rating of types of foreign language speech activity in descending order of their importance for professional activity of the engineer is as follows: reading – auditing – translation – writing – speaking. The most demanded professional foreign-language tasks in all types of speech activities (except translation) are solved by modern engineers in communicative situations using information technologies.
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Akbar Khansir, Ali, and Afsaneh Salehabadi. "Study of Consonant Pronunciations Errors Committed by EFL Learners." English Literature and Language Review, no. 55 (May 15, 2019): 48–56. http://dx.doi.org/10.32861/ellr.55.48.56.
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As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.
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Derba, Svitlana. "PROFESSIONAL PRODUCTION (PEDAGOGICAL) PRACTICE IN FOREIGN STUDENTS AND MASTER'S COURSES." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 10–12. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-10-12.
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The article deals with the basic principles of organization of conducting of professional-production (pedagogical) practice for foreign students of the second year of magistracy of the Institute of Philology of Kyiv National Taras Shevchenko University. The main tasks of this practice, the features of "passive" and "active" parts of pedagogical practice are formulated. The competences of foreign students, who are formed during the internship, are considered. Compulsory academic discipline The postgraduate professional practice (with a distance from theoretical studies) is separated from theoretical studies in the fourth semester of the master's program, lasts 6 weeks and is calculated for 270 hours (9 credits). Students are required to attend 10 lectures and practical classes in the higher education institution (Ukrainian, which they are taught as basic) and independently conduct the practical training in the undergraduate courses of the specialty "Ukrainian language and translation" or at the preparatory department, as well as to prepare a detailed plan specialty classes. The questionnaire that students fill out after attending lectures or practical classes of other teachers of the Ukrainian and Russian languages as foreign languages, as well as the structure of the detailed syllabus of self-conducted practical training for foreign students of bachelors is offered. The article proposes a plan of a detailed synopsis, which prepares students for independent practical training in Ukrainian as a foreign language.
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Widanta, I. Made Rai Jaya, Putu Dyah Hudiananingsih, Anak Agung Raka Sitawati, and I. Wayan Dana Ardika. "Pragmatic Errors and Transfer of Foreign Learners of Indonesian: The Case of Refusals." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 501. http://dx.doi.org/10.17507/jltr.1003.13.
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Pragmatic transfer, an emerging part of interlanguage pragmatics (ILP), has been receiving serious attention from applied linguists currently. This study was aimed at investigating pragmatic errors and pragmatic transfer learners made and effect of second language (L2) proficiency to their pragmatic transfer. Eighteen students of Darmasiswa who have been learning Indonesian language and culture form Bali State Polytechnic (PNB) and from Teacher Training Institute of Saraswati Tabanan, Bali, Indonesia were involved as research participants. Discourse completion test (DCT) consisting of nine situations designed with sociocultural aspect of power, distance, and rank of imposition (PDR) was used to elicit data of refusal strategies. The data were analysed to see pragmatic errors, pragmatic transfer, and effect of L2 proficiency on participants’ pragmatic transfer. Result of analysis revealed that learners’ pragmatic competence was still low. They were pragmalinguistic and sociopragmatic errors made dealing with Indonesian noun phrase (NP) structure, the use of verb, noun, prepositions which are very different from English patterns. Moreover, pragmatic transfer was frequently made due to learners’ shortage of L2 pragmatic proficiency and learners’ L1 cultural knowledge. In addition, learners’ pragmatic transfer was found to be strongly influenced by learners’ L2 proficiency.
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Khalawi, Abrar, and Maha Halabi. "An Inquiry into Saudi EFL Teachers and Students’ Perceptions of EFL Virtual Classes and Its Relation to Learner Autonomy." International Journal of English Language Education 8, no. 2 (May 20, 2020): 57. http://dx.doi.org/10.5296/ijele.v8i2.17065.
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The purpose of this research paper is to explore Saudi foundation-year teachers and students’ perceptions of the use of virtual classes for teaching or learning English as a Foreign Language (EFL) at the English Language Institute (ELI) in King Abdulaziz University (KAU). The data for this study was collected through questionnaires from a total of 20 teachers and 22 students. The survey was conducted during the second semester of the academic year 2019-2020, and the data was analyzed quantitatively. The overall results of the questionnaires demonstrate that the majority of teachers and students held positive attitudes towards EFL virtual classes, however, they prefer face-to-face classrooms. Additionally, some participants admitted the huge role virtual classes play in improving learners’ autonomy.
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Andreev, Alexander Alekceevich, and Anton Petrovich Ostroushko. "Mayat Valentin Sergeevich - a well-known scientist, surgeon, teacher, creator of the surgical scientific school (on the 115th anniversary of his birth)." Vestnik of Experimental and Clinical Surgery 11, no. 3 (September 28, 2018): 229. http://dx.doi.org/10.18499/2070-478x-2018-11-3-229.
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Mayat Valentin Sergeevich - surgeon, doctor of medical sciences (1946), professor (1950), Honored Worker of Science of the Russian Federation, Hero of Socialist Labor (1969), laureate of the USSR State Prize (1976, 1987).Mayat Valentin Sergeevich was born in 1903. After the termination of the 2nd Moscow University he worked in a hospital surgical clinic (since 1925), served in the Red Army (since 1939). During the Great Patriotic War - the leading surgeon of the Penza evacuation hospital No. 1649 (since October 1941), the chief surgeon of the evacuation hospitals in the Penza region (from August 1942 to August 1945). In 1949, V.S. Majat worked in the People's Republic of China (PRC) in the surgical department of the government hospital, while lecturing at Peking University. After returning from the PRC, he was elected the head of the Department of Hospital Surgery of the 2nd Moscow Medical Institute (1953), simultaneously (1952-1964) was deputy chief surgeon and then chief surgeon of the 4th Main Directorate of the Ministry of Health of the USSR (until 1974). He developed a new method of phalloplasty, the classification of gunshot joint injuries. He prepared 14 doctors and 47 candidates of medical sciences, published over 250 scientific papers, author of 3 monographs, including on the topic: "Carotid artery surgery" (1966), which was awarded the NN Prize. Burdenko. Honorary member of the Moscow (1973), Georgian (1976), All-Union (1978) scientific surgical societies, a member of the International Society of Surgeons. He was awarded the Order of Lenin, the Red Banner of Labor, the Second World War, several foreign orders and medals.
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Parvizi, Gholam Reza, Jafar Mashayekh, and Yasser Saremi. "On the Consideration of Environmental Factors and Social Milieu Effective in Iranian EFL Learners." Journal of Studies in Education 6, no. 4 (October 31, 2016): 60. http://dx.doi.org/10.5296/jse.v6i4.9712.
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It has been known that teaching and learning a language in an ESL context is by far easier than teaching and learning it in an EFL context and that learning a language must take place in a social context. Foreign language milieus are those in which students do not have enough opportunities for communication in the target language beyond their classroom settings whereas in second language contexts, the target language is readily available out there (Brown, 2001). Given the important role that language learning resources could potentially play in EFL contexts, in the present study an attempt is made to shed light on the environmental factors and resources which Iranian language learners rely on and to explore the possible resources which exist around them and of which not all of them are necessarily aware. To this end, a group of students studying in Iran Language Institute in Shiraz was chosen. The data of the study were gathered through a questionnaire and a semi-structured interview. The findings suggested that they rely on very few resources outside the classroom setting. In addition, it was revealed that in an EFL context, such as Iran, there is a range of resources which foreign language learners could rely on and which could present them with opportunities in all four language skills.
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Kupferberg, Irit. "DIFFERENTIAL EFFECTS OF EXPLICIT INSTRUCTION ON SECOND LANGUAGE ACQUISITION.Rick de Graaff. Leiden: Holland Institute of Generative Linguistics, 1997. Pp. 234. NLG 40 paper." Studies in Second Language Acquisition 22, no. 1 (March 2000): 117–18. http://dx.doi.org/10.1017/s0272263100241053.
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Is there an interface between explicit and implicit knowledge in L2 acquisition? Rick de Graaff's doctoral dissertation tests this question in an experimental study from a weak interface position. This position indicates that explicit knowledge has a facilitative role in the acquisition of implicit knowledge when it engages the attention of learners and makes them notice input features (Schmidt, 1990). De Graaff studies the effect of explicit computer-aided self-instruction on the acquisition of morphosyntax in Experanto (an artificial language, based on Zamenhoff's Esperanto) and Spanish (as a foreign language) by adult native speakers of Dutch. Acquisition is tested in interaction with five intervening factors that constitute a controlled linguistic, psychological, and pedagogic context (i.e., complexity of structures, rule-based learning in syntax and exemplar-based learning in morphology, familiarity with the structures, availability of explicit knowledge, and learners' aptitude). Experanto is chosen to control for the influence of previous knowledge and contact outside class, and Spanish is chosen to make the results more generalizable.
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Rubene, Diana, and Andris Kazjukevičs. "Nauczanie języka polskiego na Uniwersytecie Dyneburskim: przeszłość i teraźniejszość." Acta Baltico-Slavica 36 (July 26, 2015): 279–86. http://dx.doi.org/10.11649/abs.2012.018.
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Polish philology at the Daugavpils University – yesterdays and present In 1991, in the Daugavpils Pedagogical Institute was opened the first group of Polish. This was the beginning of the studies of Polish language not only in Daugavpils, but also in the Second Republic of Latvia. Students of the first groups had possibility to receive a diploma of specialist teaching Polish language from Polish and Russian, as well as Russian literature. In 2005 was created the program “Bachelor of Polish philology with a second foreign language”. After receiving a bachelor’s degree in Polish philology students have possibility to continue their education at two-year master’s degree. Currently, the “Polish Studies” among the universities of Latvia proposes only Daugavpils University. Every year Polish language institution is organizing an international conference “Polish-Baltic cultural associations”, which involved researchers from the Polish and Baltic countries. In 2010 at the Daugavpils University was opened Centre of Polish Language and Culture, which functions as a center for education and research. Polish philology at the Faculty of Humanities of the Daugavpils University support Polish Embassy, Foundations “Semper Polonia” and “Pomoc Polakom na Wschodzie” and the Association “Wspólnota Polska”.
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Ignatova, E. M. "GENDER-BASED WORD DERIVATION: FEMININE VARIATIONS OF OCCUPATION TITLES AS SEEN BY MGIMO STUDENTS (EXPERIMENTAL STUDY)." Philology at MGIMO 20, no. 4 (December 20, 2019): 40–49. http://dx.doi.org/10.24833/2410-2423-2019-4-20-40-49.
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The article represents the results of an experimental study conducted in the autumn of 2018 in Moscow State Institute of International Relations (MGIMO University), which embraced 107 undergraduate and master degree students, studying German as the main foreign language. The study was aimed to bring out conservative and inventive trends in forming feminine gender markings (“feminatives”). An additional aim was to prove the anticipation that the morphological norms of the studied language (German) and foreign language cultural norms can transfer themselves onto the language of a student who is a Russian native speaker. For the study the method of a two-stage survey was chosen, the results of which were further processed utilizing IBM SPSS statistical software package. In the first stage the surveyed students were asked to build a feminine form for 60 denominations of professions or occupations given in a masculine form; in the second stage the surveyed were offered the list of variants to appraise through the prism of the language norm. The results obtained show that the forms belonging to the grammatical norm of the Russian language were statistically dominant. The anticipation that the norms of a studied language (German) can interfere with the speech culture of Russian native speakers was proven only partially. Occasional creative forms found in the survey replies reflect the balance existing between conservative and inventive linguistic trends.
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Rosyid, Muhammad Kholilur, Moch Sulthoni Faizin, Nazahah Ulin Nuha, and Zakiyah Arifa. "Manajemen Perencanaan Pembelajaran Aktif di Lembaga Kursus Bahasa Arab Al-Azhar Pare Kediri." LISANIA: Journal of Arabic Education and Literature 3, no. 1 (June 28, 2019): 1–20. http://dx.doi.org/10.18326/lisania.v3i1.1-20.
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Al-Azhar is one of the famous foreign language courses in Pare Kediri. This research is conducted because Al-Azhar Course Institute has interesting programs, and some teaching staff are native Arabs (Yemen), and use fun methods that make it easier for students to understand and Arabic quickly. This study aims to describe the planning and design of learning in Al-Azhar course institutions. This study uses qualitative research with descriptive methods. Data collection is done by observation, interview and documentation. Data is obtained from informants who are instructors at the Al-Azhar Course Institute. Data analysis in this study consists of 3 stages, namely: Data Condensation, Data Display, and Conclusion Drawing / Verification. The results obtained in this study are: First, the planning carried out by the Al-Azhar course institution is a type of project planning, and top-down planning. Second, the design of learning that is carried out is initiated by placement test, then determines the material that is in accordance with students' abilities, and finally evaluates.
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Mansory, Mazin. "The Meaning and Practice of Professionalism of EFL Teachers in the Saudi Context." English Language Teaching 12, no. 1 (December 25, 2018): 194. http://dx.doi.org/10.5539/elt.v12n1p194.
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During the Preparatory Year Program (PYP) year, the English Language Institute (ELI) concentrates on raising the level of English of new students so that they are able to adequately cope with studying in their desired department in the following years. Such a drastic change in the institution’s goals has led to some changes in the professional development programme in order to handle these new changes. For the first part of this research study, a review of the past and current research studies on professional development and professional identity issues will be presented. The second part of this paper will report on a small-based inquiry conducted with four (two male and two female) ELI teachers aiming to explore two important and related issues. First, there is the issue concerning the role of English as a Foreign Language (EFL) teachers in planning and structuring the professional development programmes offered by the ELI, while the second looks to examine the professional identity of the teachers as sensed by the teachers themselves. In the third and final section, a reflection on how this inquiry can lead to the awareness of the teachers’ role (male and female) in training and professional development programmes as well as professional identity perceived by the teachers, which ultimately, should lead to a much deeper interpretation of the status of the English language teacher profession.
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Cancino, Marco. "Increasing EFL Learner Participation through Eliciting Language: Insights from Conversation Analysis." Journal of Language and Education 6, no. 2 (June 30, 2020): 76–90. http://dx.doi.org/10.17323/jle.2020.10304.
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The idea that interaction shapes learning in the second language classroom by increasing opportunities for participation, and that teachers can achieve this by adequately eliciting language from learners has been discussed in the literature. However, research specifying interactional resources deployed by teachers when eliciting language from their learners has been scarce. To this end, the present study used conversation analysis to examine the interactional resources produced in the elicitation of questions belonging to a specific lesson stage, namely, the ‘classroom context mode’ (CCM). In the CCM, fluency and meaningful exchanges are encouraged, and learners are prompted to talk about their feelings, emotions, and experiences, which represent a fruitful interactional juncture for eliciting learner language. The data collected in the present study come from four teachers and their students in an adult English as a foreign language (EFL) classroom at a language institute in Chile. The participants were audio-recorded over a total of six lessons that were delivered as part of a 10-week course. From the analysis, two novel elicitation resources, namely the ‘effective management of closed questions’ and the ‘use of open referential questions as initiators of CCM’, were found to promote a facilitator-oriented approach to teaching. The pedagogical value of these resources is discussed in terms of their potential for initiating and sustaining a CCM, and their inclusion in a framework that seeks to develop teachers’ classroom interactional competence.
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Kodri, Fachrukrozie. "The Effect of Anxiety and Classroom Interaction on English Speaking Performance." ELT-Lectura 5, no. 1 (February 20, 2018): 19–25. http://dx.doi.org/10.31849/elt-lectura.v5i1.919.
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This experimental study aims to investigate the effect of anxiety and classroom interaction on English speaking performance. This research was conducted in Perbanas Institute-Jakarta involving 32 students who were selected using simple random sampling. Using Foreign Language Classroom Anxiety Scale (FLCAS), 16 students were identified as students with high anxiety and 16 other students were grouped as students with low anxiety. Then, in practicing speaking skill, a combination of students with low and high anxiety were regrouped into the controlled group which was dominated by lecturer-learners interaction and experimental group which was dominated by learner-learners interaction. Using 2 X 2 two-way anova, the data was analysed. The findings revealed that: first, the anxiety influenced the English speaking performance; second, the classroom interaction affected English speaking performance; however, there was no interaction between anxiety and classroom interaction on English speaking performance.
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Lukšaitė, Ingė. "Stipendiaries of the Calvinist Church of the Grand Duchy of Lithuania and its Synod in Foreign Universities in the 17th Century." Lithuanian Historical Studies 16, no. 1 (December 28, 2011): 29–50. http://dx.doi.org/10.30965/25386565-01601003.
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The article analyses the organisation of higher education by the Calvinist Church of the Grand Duchy of Lithuania (Unitas Lituaniae) in the 17th century, in the period of the weakening of the Reformation, covering the first half of the 17th century, and the second half of the century, when Evangelicals became a religious minority. Research reveals that the education of young people at foreign universities was funded by private means, collected in the districts and accumulated by the Synod. This article also investigates the formation of the institution of international alumni at the Synod of the Calvinist Church, which became part of the system of education of that Church. The stipendiaries had to make up for the financial aid by working at locations assigned by the Synod. The continuous operation of the institute of international alumni at the Synod for more than a century permitted cultural contacts and simultaneously promoted the infusion of new ideas into the evolution of Lithuanian culture. The most important of the latter included the formation of groups of clergymen and school teachers with a university education; the nurturing of Adomas Rasijus’ (ca 1575–1627/8) projects for the adjustment of the social structure and the refinement of the education system in Lithuania by the establishment of academic grammar schools for the nobility and merchants from Lithuania with special syllabi; the encouragement of S.B. Chylinski to translate the Bible into Lithuanian in the middle of the 17th century in Franeker and London; understanding the importance of the Lithuanian language as a written language and the language of the Holy Scripture; the possibility to get acquainted with the translation, text and commentaries of the Dutch Statenbijbel; the encouragement to complete the translation of the New Testament into the Lithuanian language and publish it in 1701; planning the translation of a commentary to the Dutch Statenbijbel into Polish.
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Hashamdar, Mohhamad, and Maryam Maleki. "The Effects of the Instruction of Self-regulation Strategies and Critical Thinking Strategies on the Second Language Vocabulary Achievement among Iranian EFL Learners." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 148. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.148.
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The present study was set to investigate the effects of the instruction of self-regulation strategies (SSs) and critical thinking strategies (CTSs) on the second language (L2) vocabulary achievement among Iranian English as a Foreign Language (EFL) learners. In so doing, ninety intermediate level adult female students in a language institute in Tehran were selected as the main participants of the study according to their performance on the Preliminary English Test (PET). The participants were divided into three equal and homogenized groups (i.e., one control group and two experimental groups). The learners in all groups underwent pretesting, intervention, and post testing. The experimental groups were provided with the instruction of self-regulation strategies and critical thinking strategies, whereas the control group did not receive any instruction in self-regulation or critical thinking strategies. The effects of the two experimental interventions on the L2 vocabulary achievement of the EFL learners were measured. Furthermore, the degree of the improvement of both of these strategies was also studied via comparing the students’ achievement scores on pre- and post-tests of CTSs and SSs. Analyses of one-way ANOVA, post-hoc Scheffe’s tests, and paired-samples t-tests were used to analyze the collected data. The results of data analyses revealed that applying critical thinking strategies as instructional aid had a significant impact on EFL learners’ L2 vocabulary achievement. Likewise, the findings revealed that the instruction of self-regulation strategies significantly improved EFL learners’ vocabulary achievement. Moreover, it was found that self-regulation strategies were more effective than critical thinking strategies in helping the EFL learners develop their L2 vocabulary.
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Masoumi Mayni, Setareh, and Shamala Paramasivam. "Use of L1 in the Iranian EFL Classroom." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 34–45. http://dx.doi.org/10.34293/education.v9i2.3581.
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By reviewing the literature on the development of English language teaching methods in the last three decades, it is obvious that the idea of using the first language (L1) in the second language (L2) classroom has always been controversial. The history of language pedagogy and the role of the first language in foreign language learning generate debates in English as a foreign language. The teaching of English as a foreign language is growing every day in Iran, and as a result, the need for informing the best policy is getting more urgent. The principal intent of the current study, that investigates the use of L1 in the English classroom, is to determine teachers, students and policymakers’ beliefs and attitudes towards the use of L1 in L2 classroom. The L1, in this case, is Farsi language and all the participants are native speakers of Farsi. One hundred and fifty students of the English Language Department at the elementary level at Tehran Institute of Technology are the participants of the study. They are all female and in their late teens or early twenties. The students and the teachers were surveyed by questionnaires and the researcher observed 10 classes and interviewed 3 teachers and 3 policymakers. The information gathered from the questionnaire was submitted to SPSS for analyzing the data, and the information gathered from the interview. Class observation check-list was used to triangulate the findings of the questionnaire. The results of this study indicate that teachers and students have different attitudes towards using L1 in the EFL classes. While students have a positive attitude, teachers have a negative attitude. The main reason mentioned by students for not being against the limited use of Farsi in their English class is that they believe using Farsi even in a limited sense can help them to understand difficult concepts. However, teachers believe in an English-only policy to be more exposed to the English language. Another finding of this study is that the functions of using Farsi by students or teachers in EFL classroom are: for explaining difficult parts, for managing the classroom, for explaining exam instructions, for explaining the two language differences, for checking comprehension, for seeking help from others, for joking with others, for making students relaxed and for presenting the meaning of new words. Given these findings, to match the student’s and teachers’/policymakers’ ideas about using L1 at the elementary level, an EFL teaching methodology that considers the use of Farsi, even in a limited way, is suggested.
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Nejad, Maryam Sharafi, Shohreh Raftari, and Lin Siew Eng. "Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners." Journal of Studies in Education 6, no. 2 (May 30, 2016): 213. http://dx.doi.org/10.5296/jse.v6i2.9520.
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<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’ learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht & Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&biw=1366&bih=609&q=define+development&sa=X&sqi=2&ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>
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Rashtchi, Mojgan, and Parisa Yazdani. "Intentional vocabulary learning via WhatsApp: Does the type of input matter?" English Language Teaching Educational Journal 3, no. 2 (September 1, 2020): 118. http://dx.doi.org/10.12928/eltej.v3i2.2370.
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Nowadays, vocabulary as an influential domain in mastering second/foreign languages has encouraged researchers to put forth conceptualizations that can substantiate the successful learning of words. This study used WhatsApp to investigate the different impacts of two input modalities (voice messages vs. written texts) on EFL learners' intentional learning and retention of words. To this end, 50 female EFL learners in two intact classes (n1=n2=25) were selected from a language institute in Khorramabad, Iran. The groups were randomly assigned to two treatment conditions. The results of a general English proficiency test verified their homogeneity at the outset. A standardized teacher-made vocabulary test assured the researchers that the words were unfamiliar to the learners. After the twelve-session treatment, which was integrated with conventional English teaching classes, another standardized vocabulary test was administered once immediately after the intervention and the second time after a two-week interval. The Friedman repeated measures analysis showed a significant difference between the pretest and posttests. However, the results of the statistical analyses showed no statistically significant differences between the participants' performances on the immediate and delayed posttests. Thus, the researchers concluded that the participants had not forgotten the words from the first to the second posttest indicating the efficacy of intentional vocabulary learning. Additionally, no significant differences were found between the two groups showing the similar impacts of the input modality. The study has implications for EFL teachers and educators whose focus is on TEFL.
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HMELJAK SANGAWA, Kristina. "Foreword." Acta Linguistica Asiatica 2, no. 2 (October 23, 2012): 5–6. http://dx.doi.org/10.4312/ala.2.2.5-6.
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It is my pleasure to introduce this thematic issue dedicated to the lexicography of Japanese as a second or foreign language, the first thematic issue in Acta Linguistica Asiatica since its inception.Japanese has an outstandingly long and rich lexicographical tradition, but there have been relatively few dictionaries of Japanese targeted at learners of Japanese as a foreign or second language until the end of the twentieth century. With the growth of Japanese language teaching and learning around the world, the rapid development of very large scale linguistic resources and language processing technologies for Japanese, a new generation of aggregated, collectively developed or crowd-sourced resources evolving in the context of the social web, a shift from static paper to constantly developing electronic resources, the spread of internet access on hand-held devices, and new approaches to the use of language reference resources stemming from these developments, dictionaries and other reference resources for learners, teachers and users of Japanese as a foreign/second language are being developed and used in new ways in different user communities. However, information about such developments often does not reach researchers, lexicographers, dictionary users and language teachers in other user communities or research spheres. This special issues wishes to contribute to the spread of such information by presenting some recent developments in this growing field.Having received a very lively response to our call for papers, not all papers selected for publishing could fit into this issue, and part of them will be included in the December issue of ALA, which is also going to be dedicated to Japanese lexicography.The first round of papers included in this issue presents a varied cross-section of current JFL lexicographical work and research. All papers in this issue point out the relative scarcity of appropriate reference works for learners of Japanese as a foreign language, especially when compared to lexicographical resources for Japanese native speakers, and each of the endeavours presented here confronts this lack with its own original approach. Reflecting the paradigm shift in Japanese language research, where corpus research is again playing a central role, most papers presented here take advantage of the bounty of newly available corpora and web data, most prominent among which is the Balanced Corpus of Contemporary Written Japanese developed by the National Institute for Japanese Language and Linguistics in Tokyo, and which is used by Mogi, Pardeshi et al. and Sunakawa et al. in their lexicographical research and projects, while Blin taps data for his research from the web, another increasingly important linguistic resource.The first two papers offer two perspectives on existing Japanese dictionaries. Tom Gally in his paper Kokugo Dictionaries as Tools for Learners: Problems and Potential points out the drawbacks of currently available Japanese dictionaries from the perspective of learners of Japanese as a foreign language, but at the same time offers a very detailed and convincing explanation of the merits of monolingual Japanese dictionaries for native speakers (kokugo dictionaries), such as their comprehensiveness, detailedness and quantity of contextual information, when compared to bilingual dictionaries, which make them a potentially useful resource even for an audience they are not targeting - foreign language learners. His detailed explanation of possible uses and potential hurdles and pitfalls learners may encounter in using them, is not only accurate and informative, but also of immediate practical value for language teachers and lexicographers.Toshinobu Mogi, in his paper Towards the Lexicographic Description of the Grammatical Behaviour of Japanese Loanwords: A Case Study, investigates the lexicographic description of loanwords in Japanese reference works and notes how information offered by currently available dictionaries, especially regarding the grammatical aspects of loanword use, is not sufficient for learners of Japanese as a foreign language. After pointing our the deficiencies of current dictionary descriptions and noting how dictionaries sense divisions do not reflect the frequency of different senses in actual use, as reflected in a large-scale representative general corpus of Japanese, he uses a fascinatingly detailed analysis of the behaviour of a Japanese loanword verb to describe a corpus-based method of lexical description, based on the correspondence between usage forms and senses, which could be used for the compilation of Japanese learners' dictionaries meant for the reception and production of Japanese.The second part of this special issue is composed of four reports on particular aspects of ongoing lexicographical work targeted at learners of Japanese as a foreign language.Prashant Pardeshi, Shingo Imai, Kazuyuki Kiryu, Sangmok Lee, Shiro Akasegawa and Yasunari Imamura in their paper Compilation of Japanese Basic Verb Usage Handbook for JFL Learners: A Project Report, after pointing out - as other authors in this issue - the lack of a detailed and pedagogically sound lexicographical description of Japanese basic vocabulary for foreign learners, propose a corpus-based on-line system which incorporates insights from cognitive grammar, contrastive studies and second language acquisition research to solve this problem. They present their current implementation of such a system, which includes audio-visual material and translations into Chinese, Korean and Marathi. The system also uses natural language processing techniques to support lexicographers who need to process daunting amounts of corpus data in order to produce detailed lexical descriptions based on actual use.The next article by Marcella Maria Mariotti and Alessandro Mantelli, ITADICT Project and Japanese Language Learning, focus on the learner's perspective. They present a collaborative project in which Italian learners of Japanese compiled an on-line Japanese-Italian dictionary using a purposely developed on-line dictionary editing system, under the supervision of a small group of teachers. One practical and obvious outcome of the project is a Japanese-Italian freely accessible lexical database, but the authors also highlight the pedagogical value of such an approach, which stimulates students' motivation for learning, hones their ICT skills, makes them more aware of the structure and usability of existing lexicographic and language learning resources, and helps them learn to cooperate on a shared task and exchange peer support.The third project report by Raoul Blin, Automatic Addition of Genre Information in a Japanese Dictionary, focuses on the labelling of lexical genre, an aspect of word usage which is not satisfactorily presented in current Japanese dictionaries, despite its importance for foreign language learners when using dictionaries for production tasks. The article describes a procedure for automatic labelling of genre by means of a statistical analysis of internet-derived genre-specific corpora. The automatisation of the process simplifies its later reiteration, thus making it possible to observe lexical genre development over time.The final paper in this issue is a report on The Construction of a Database to Support the Compilation of Japanese Learners’ Dictionaries, by Yuriko Sunakawa, Jae-ho Lee and Mari Takahara. Motivated by the lack of Japanese bilingual learners' dictionaries for speakers of most languages in the world, the authors engaged in the development of a database of detailed corpus-based descriptions of the vocabulary needed by learners of Japanese from beginning to advanced level. By freely offering online the basic data needed for bilingual dictionary compilation, they are building the basis from which editors in under-resourced language areas will be able to compile richer and more up-to-date contents even with limited human and financial resources. This project is certainly going to greatly contribute to the solution of existing problems in Japanese learners' lexicography.
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Martynova, Nataliya A., Valentina N. Shashkova, and Konstantin A. Wlassow. "The problem of assessment of foreign communicative competence formation in a non-specialized educational organization revisited." Perspectives of Science and Education 48, no. 6 (December 31, 2020): 117–35. http://dx.doi.org/10.32744/pse.2020.6.10.
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Introduction. The problem of adequate and comprehensive assessment of the level of formation of communicative competence in a foreign language, taking into account all its constituent components, remains relevant, despite the fact that the competence-based approach has long been established in the educational process in the higher education system as the main one. In this regard, we turned to the issue of developing a matrix that combines a complex of aspects for assessing the level of English proficiency by students of non-specialized educational organizations. Materials and methods. In the course of the research, general scientific methods were used, such as analysis, synthesis, generalization, as well as methods of empirical knowledge such as a questionnaire and statistical analysis. The study involved respondents among the teaching staff, representing three educational organizations of the city of Oryol, namely Orel Law Institute of the Ministry of the Interior of Russia named after V.V. Lukyanov, Oryol State University named after I.S. Turgenev, as well as Oryol State University of Economics and Trade. The total number of teachers who took part in the questionnaire was 80 people. The second category of respondents was represented by 320 students. The target group included cadets and trainees of Orel Law Institute of the Ministry of the Interior of Russia named after V.V. Lukyanov (180 people). The control group was represented by students from civil educational organizations (140 people). The total number of respondents who took part in the questionnaire having worked with the proposed grading scale tallied 400 people. Research results. The proposed assessment scale encompasses the criteria for different types of speech activity with the attention paid to the types of tasks and the components of communicative competence. Hence the descriptors according to which the tasks are assessed are differentiated according to the receptive or productive types of speech activity and the level of subordinate competences required for performing the task. Gleaned from the opinions of the respondents, those aspects were identified that require improvement, namely Writing (37% of the respondents’ answers) and Speaking (31% of the respondents’ answers) were pinpointed as the types of speech activity requiring circumstantiation. The assessment criteria for Reading were incontestably acknowledged as feasible, which can be explained by the relative familiarity of the reading formats. As directions for improving the quality of assessment using the rating scale, respondents noted the addition of variability to the list of assessment parameters (20% of the responses), an expansion of the range of control forms (18% of responses), as well as the need to simultaneously introduce new assessment parameters and expand the range of control forms (20% of responses). Сonclusion. The results of the study are of practical value, since they offer a template for assessing the progress of students in mastering the English language, primarily taking into account the specifics of the forms of teaching English in educational institutions of the Ministry of the Interior of Russia. In the future, this study will contribute to the creation of a multi-faceted assessment system for the level of formation of communicative competence.
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KITLV, Redactie. "Book Reviews." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 160, no. 1 (2004): 124–88. http://dx.doi.org/10.1163/22134379-90003737.
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-Barbara Watson Andaya, Susan Blackburn, Love, sex and power; Women in Southeast Asia. Clayton VIC: Monash Asia Institute, 2001, iv + 144 pp. [Monash papers on Southeast Asia 55.] -Kathryn Gay Anderson, Juliette Koning ,Women and households in Indonesia; Cultural notions and social practices. Richmond, Surrey: Curzon, 2000, xiii + 354 pp. [Nordic Institute of Asian studies, studies in Asian topics 27.], Marleen Nolten, Janet Rodenburg (eds) -Greg Bankoff, Takeshi Kawanaka, Power in a Philippine city. Chiba: Institute of developing economies, 2002, 118 pp. [IDE Occasional papers series 38.] -René van den Berg, John Lynch ,The Oceanic languages. Richmond, Surrey: Curzon, 2002, xvii + 924 pp., Malcolm Ross, Terry Crowley (eds) -H.J.M. Claessen, Douglas Oliver, Polynesia in early historic times. Honolulu: Bess Press, 2002, 305 pp. -Harold Crouch, Andrew Rosser, The politics of economic liberalisation in Indonesia; State, market and power. Richmond, Surrey: Curzon, 2002, xv + 232 pp. -Hans Hägerdal, Arend de Roever, De jacht op sandelhout; De VOC en de tweedeling van Timor in de zeventiende eeuw. Zutphen: Walburg Pers, 2002, 383 pp. -Fiona Harris, Lorraine V. Aragon ,Structuralism's transformations; Order and revision in Indonesian and Malaysian societies; Paper written in honor of Clark E. Cunningham. Tempe AZ: Arizona State University Press, 1999, lxii + 402 pp., Susan D. Russell (eds) -David Henley, Christiaan Heersink, Dependence on green gold: A socio-economic history of the Indonesian coconut island Selayar. Leiden: KITlV Press, 1999, xviii + 371 pp. [Verhandelingen 184.] -David Hicks, James T. Siegel ,Southeast Asia over three generations; Essays presented to Benedict R.O'G. Anderson 2003, 398 pp. Ithaca NY: Cornell University Southeast Asia program. [Studies on Southeast Asia 36.], Audrey R. Kahin (eds) -Janny de Jong, L. de Jong, The collapse of a colonial society; The Dutch in Indonesia during the second world war. With an introduction by Jeroen Kemperman. Leiden: KITLV Press, 2002, 570 pp. [Verhandelingen 206.] -Gerry van Klinken, Grayson Lloyd ,Indonesia today; Challenges of history. Singapore: Institute of Southeast Asian studies, 2001, 359 pp., Shannon Smith (eds) -Johanna van Reenen, Frédéric Durand, Timor Lorosa'e, pays au carrefour de l'Asie et du Pacifique; Un atlas géo-historique. Marne-la-Vallée: Presses Universitaires de Marne-la-Vallée, 2002, 208 pp. -William R. Roff, Mona Abaza, Debates on Islam and knowledge in Malaysia and Egypt; Shifting worlds. London: RoutledgeCurzon, 2002, xix + 304 pp. -Mariëtte van Selm, Chr. van Fraassen ,G.E. Rumphius, De Ambonse eilanden onder de VOC, zoals opgetekend in 'De Ambonse landbeschrijving'. Utrecht: Landelijk Steunpunt Educatie Molukkers, 2002, 254 pp., H. Straver (eds) -K. Thirumaran, Prema-Chandra Athukorala, Crisis and recovery in Malaysia; The role of capital controls. Cheltenham: Elgar, 2001, xii + 159 pp. -K. Thirumaran, John Hilley, Malaysia; Mahathirism, hegemony and the new opposition. London: Zed books, 2001, xiii + 305 pp. -Reina van der Wiel, Damien Kingsbury ,Foreign devils and other journalists. Clayton VIC: Monash Asia Institute, 2000, vi + 277 pp. [Monash papers on Southeast Asia 52.], Eric Loo, Patricia Payne (eds) -Jennifer Fraser, Philip Yampolsky, Music of Indonesia. Washington DC: Smithsonian Folkways recordings, 1991-2000, 20 compact discs plus a CD of selections from the series, Discover Indonesia. All with accompanying booklets. -Robert Wessing, Nicola Tannenbaum ,Founders' cults in Southeast Asia; Ancestors, polity, and identity. New Haven CT: Yale University Southeast Asian studies, 2003, xi + 373 pp. [Yale Southeast Asia studies Monograph 52.], Cornelia Ann Kammerer (eds) -Robert Wessing, Henri Chambert-Loir ,The potent dead; Ancestors, saints and heroes in contemporary Indonesia. Crows Nest, New South Wales: Allen and Unwin, Honolulu: University of Hawai'i Press, 2002, xxvi + 243 pp. [Southeast Asia publications series.], Anthony Reid (eds)
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PARDESHI, Prashant. "Compilation of Japanese Basic Verb Usage Handbook for JFL Learners: A Project Report." Acta Linguistica Asiatica 2, no. 2 (October 23, 2012): 37–64. http://dx.doi.org/10.4312/ala.2.2.37-64.
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In this article we introduce a collaborative research project entitled 'nihongogakushuushayou kihondoushi youhouhandbook no sakusei (Compilation of Japanese Basic Verb Usage Handbook for Japanese as Foreign Language (JFL) Learners)' carried out at the National Institute for Japanese Language and Linguistics (NINJAL) and report on the progress of its research product, namely, a prototype of a basic verb usage handbook (referred to as 'handbook' below). The handbook differs in many ways from the conventional printed dictionaries or electronic dictionaries available at present. First, the handbook is compiled online and will be made available on internet for free access. Secondly, the handbook is corpus-based: the contents of the entry are written taking into consideration the actual use of the headword using the BCCWJ corpus. Also, it contains illustrative examples of a particular meaning culled from the BCCWJ corpus as well as those coined by the entry-writers. Third, the framework used in the description of semantic issues (polysemy network, cognitive mechanism underlying semantic extensions and semantic relationships among various meanings, etc.) is cognitive grammar, which adopts prototype approach. Fourth, it includes audio-visual contents (such as audio files and animations/video clips etc.) for effective understanding, acquisition and retention of various meanings of a polysemous verb. Fifth, the handbook is bi-lingual (Japanese-Chinese, Japanese-Korean and Japanese-Marathi) and incorporates insights of contrastive studies and second language acquisition. The handbook is an attempt to share cutting edge research insights of various branches of linguistics with Japanese language pedagogy. It is hoped that the handbook will prove to be useful for JFL learners as well as Japanese language teachers across the globe.
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Shykhnenko, K., H. Haiovych, M. Prokopchuk, and L. Vinnikova. "ENGLISH FOR SPECIFIC PURPOSES DISCIPLINE FOR MASTERS IN PUBLIC ADMINISTRATION LEGAL FRAMEWORK ANALYSIS." Collected Scientific Papers of the Institute of Public Administration in the Sphere of Civil Protection 7 (December 22, 2019): 154–72. http://dx.doi.org/10.35577/iducz.2019.07.12.
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Responding to the modern challenges in the educational domain and an increase interest of the appropriate level of English among the public servants of SESU, the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection initiated the research work aimed to improve the training content and methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ in April 2019.
A significant contribution to the development of the theory, methodology and the certain methodological issue developing were made by a number of scientist such as O. Bykonia, V. Chernysh, Z. Korneeva, G. Dyvnych, R. Makarova, Ya. Mandryk, M. Dyachenko, T. Dudley-Evans, T. Hutchinson, A. Waters, P. Strevens and others.
At the same time, some thorough research of the legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ has not been done under the condition of modern reforms in the education domain.
The legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for the second (Master) level in field of expertize 281 ‘Public Administration’ is under consideration.
The article outlines the main peculiarities of the current legal framework related to the teaching English for Specific Purpose which is used as the premise for further analysis of the current curriculums used in the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection. The list of legal framework includes the Law on Education, The Law on Higher Education, The law on State Service, National ESP Curriculum of English.
Clarifying the terminology used in the current regulatory environment in the sphere of professional activities of future public leaders and managers (individual learning curve, competence, learning outcomes, language proficiency, universal design in the sphere of education, curricula) has given the authors an opportunity to reveal the methodological value of the National ESP Curriculum of English and clarify the appropriate language level for Master’s degree students, evaluate the current curriculum used by the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection.
Foreign language professional competence is a multi-component, hierarchically organized and multi-level phenomenon based on professional skills, knowledge and awareness.
English for Specific Purposes as a discipline can be considered as the tool for developing special professional skills that create the premises to deal efficiently with challenges concerning public management, political-legislation, social-economic issues.
The further analysis of the universal design in the educational sphere also let the authors clarify the teaching materials peculiarities; correlate the international current testing system with NATO STANAG 6001 used within SESU and explain the necessity to implement В1 (CEF) /СМР1+(NATO STANAG 6001) for Master’s degree students in in the field of expertize 281 ‘Public Administration’.
The analysis of the current legal framework related to the second (Master) educational level in field of expertize 281 ‘Public Administration has revealed the fact that, on the one hand, the current curricula structural elements and content as the elements of educational design comply with the legislation norms, on the other hand, the issues of looking for improving the training content and efficient teaching techniques to obtain the desirable language level for Master’s degree students have to be under further consideration.
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Rostamy, Mahmoud, and Kaivan Parhoodeh. "The effect of instruction on learning refusals in EFL learners." Journal of English Language and Literature 3, no. 1 (February 28, 2015): 226–34. http://dx.doi.org/10.17722/jell.v3i1.43.
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The major aim of learning a second or foreign language is communication. In order to be a competent communicator, we must get familiar with the ingredients of speech and language. Speech acts are one of the principal elements and functional units of communication. In this realm, refusals play a key role. Due to their inherently face threatening nature, refusals are of an especially sensitive nature, and a pragmatic breakdown in this act may easily lead to unintended offence or breakdowns in communication. Refusals are also of interest due to their typically complex constructions. They are often negotiated over several terms and involve some degree of indirectness. While there are a great number of studies which examine certain speech acts, the amount of research on refusals is much more limited. The aim of this study is to investigate whether either of the instruction types, explicit vs. implicit, proves more efficient in improving pragmatic performance of Iranian EFL learners. For this reason, 45 male, military intermediate EFL learners all between19-25 years of age in a military language institute, in Tehran, Iran, were selected to participate in the study. A pretest/posttest design was adopted in this study. Having formed the three groups under investigation, (explicit, implicit and explicit-implicit) I measured all subjects’ pragmatic performance of L2 refusals through Discourse Completion Tests, DCTs. All groups were exposed to conversations from 'spectrum' English books which embody refusals. The findings proved the efficiency of explicit instruction over implicit one in increasing Iranian EFL learners' pragmatic performance.
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Wijgh, Ingrid. "Het Oordeel Van Deskundigen Over Gespreksvaardigheid." Toegepaste Taalwetenschap in Artikelen 50 (January 1, 1994): 123–33. http://dx.doi.org/10.1075/ttwia.50.11wij.
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Recently new objectives have been defined for foreign language teaching in Dutch secondary education. New objectives require new tests; they are one of the means to realize changes in education. A research project was set up to develop a prototype of a speaking proficiency test. The purpose of the test will be to measure the learner's ability to interact effectively in various real-life situations. In this project, Utrecht University and the National Institute of Educational Measurement are working together, making use of each other's know-how in the field of research and test construction. The first stage of the project was to develop a theoretical framework for oral interaction ability. Elements from various disciplines are represented in this framework, such as the parameters of the communicative situation and types of interaction. By means of this framework the learner's aimed language behavior can be analyzed and described. The theoretical framework has been validated by expert judgement. To organize the collecting of the experts judgements, the Delphi technique (Harrell, 1978) was used. In a first round the experts were asked to comment on different aspects of the framework. They did so by answering an open-ended questionnaire. The reactions of the members of the panel were analyzed and summarized. A second questionnaire with reformulated statements was developed and sent to the panel members, together with a brochure with summaries of the answers of all the panel members on the first questionnaire. In the second round the experts were asked to express their agreement or disagreement with the new statements. The outcome was a high degree of agreement on the main issues of the framework. The framework has been modified according to the reactions of the panel members in the first and second round. In this paper the original and the revised versions of the framework for oral interaction are presented and a description of the Delphi procedure is given.
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БАРАНЬ, ЄЛИЗАВЕТА. "Еміль Балецький - дослідник закарпатських українських говорів (другий етап наукової діяльності) До 100-річчя від дня народження." Studia Slavica Academiae Scientiarum Hungaricae 64, no. 1 (June 2019): 13–26. http://dx.doi.org/10.1556/060.2019.64102.
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Emil Baleczky (his pseudonyms: E. Latorchanin, O. Vyshchak, and his cryptonym: E. A.) is one of the most prominent personalities in the history of Ukrainian studies in Hungary in the twentieth century. His main scientific interests include Transcarpathian dialectology and historical lexicology of the Ukrainian language. The second stage of the scientist's professional carrier is connected with the University of Budapest, where in 1951, Emil Baleczky was appointed head of the Department of the Russian Language at the Institute of Foreign Languages, and at the same time assistant professor of the Russian Institute at the University. Among the scientific interests of Emil Baleczky was the investigation of lexical units commonly used in Transcarpathia, first of all, in terms of their etymology. Among the achievements of the researcher, special attention must be paid to Emil Baleczky's attempt to determine the origin of some borrowed words, including those originally Slavic, which are common in the Carpathian Ukrainian dialects. Emil Baleczky performed a deep etymological and lingual-geographical analysis of the word урик, урюк, орек in the Ukrainian language, that of the word дюг widespread in Precarpathian Ukrainian, Polish, and Slovakian dialects, and also that of the noun kert in Transcarpathian Ukrainian dialects. The author devoted a separate paper to the study of the origin of dialecticisms like фотляк, csulka ~ csurka, бôшн’ак, булґар’, валах, ґириґ, тôўт, and циганин, investigated the etymology of the terms of national dishes widespread in Carpathian Ukrainian dialects, in particular of the token бáник. He considered the role of the Old Church Slavonic language in the history of the Carpathian Ukrainian dialects. According to his contemporaries, it is known that Emil Baleczky did not maintain official connections with the Soviet Transcarpathians but was surprisingly well-informed about the scientific processes in his native land. He analyzed the works contained in the two editions of the Dialectological Collection of Uzhgorod State University. In addition to examining the issues raised, Baleczky complemented, specified, and sometimes criticized the achievements of his colleagues, which indicates his deep knowledge of Transcarpathian Ukrainian dialectology. Thus, we can state that Emil Baleczky's works testify the high professionalism of the author, his profound knowledge in the field of synchronic and diachronic dialectology. The love of Transcarpathian dialects inspired the researcher to study them thoroughly as well as to present the research results to the general public of Slavists. The main area of Emil Baleczky's scientific interest until the end of his life was Ukrainian linguistics, particularly Transcarpathian Ukrainian dialectology. The aim of this paper is to present the Emil Baleczky's achievements in the field of Transcarpathian Ukrainian dialectology, focusing on the period from 1957 to 1979.
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HMELJAK SANGAWA, Kristina. "Foreword." Acta Linguistica Asiatica 2, no. 3 (December 20, 2012): 5–6. http://dx.doi.org/10.4312/ala.2.3.5-6.
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Having received a lively response to our call for papers on the lexicography of Japanese as a second language, the editorial board decided to dedicate two issues of this year's ALA to this theme, and I am happy to introduce the second round of papers, after the first thematic issue published in October this year.This issue is again divided into two parts. The first two papers offer analyses of two aspects of existing dictionaries from the point of view of Japanese language learners, while the following four papers present particular lexicographic projects for learners of Japanese as a foreign language.The first paper, by Kanako Maebo, entitled A survey of register labelling in Japanese dictionaries - Towards the labelling of words in dictionaries for learners of Japanese, analyses register labelling in existing dictionaries of Japanese, both in those expressly intended for learners of Japanese as a second language and those intended for native speakers, pointing out how register information provided by such dictionaries is not sufficient for L2 language production. After stressing the usefulness of usage examples for learners trying to write in Japanese, she offers an example of a corpus-based register analysis and proposes a typology of labels to be assigned to dictionary entries, calling for the development of corpora of different genres to be used for lexical analysis.In the second paper, An analysis of the efficiency of existing kanji indexes and development of a coding-based index, Galina N. Vorobеva and Victor M. Vorobеv tackle one of the most time-consuming tasks learners of Japanese are confronted with: looking up unknown Chinese characters. After a comprehensive description of existing indexes, including less known indexing systems developed by Japanese, Chinese, Russian and German researchers, they compare the efficiency of these systems using the concept of selectivity, and propose their own coding-based system. Although searching for unknown characters is becoming increasingly easy with the use of optical character recognition included in portable electronic dictionaries, tablets and smart-phones, not all learners have yet access to such devices. Efficient indexes for accessing information on Chinese characters are therefore still a valuable tool to support language learners in this most tedious task, while the ability to decompose a character into component parts remains an important basis for character memorisation.The second part of this issue presents four projects aimed at supporting particular lexical needs of learners of Japanese as a second language.In the first paper, Development of a learners' dictionary of polysemous Japanese words and some proposals for learners’ lexicography, Shingo Imai presents a new lexicographic approach to the description of polysemous words. As Imai rightfully stresses, the most basic and common words learned by beginning language learners are actually often very polysemous; being deceivingly simple at first glance, they are often introduced with simple glosses or basic prototypical examples at the first stages of learning, and later treated as known words in intermediate or advanced textbooks, even if used for less common senses which are still unknown to the learners, causing much confusion. In the dictionary series presented here, polysemous headwords are thoroughly and systematically described within their semantic networks, where the connections between core and derived meanings are schematically visualised and exemplified.The following two papers present two of the first and most popular web-based systems for Japanese language learning support, both of which have been developing for more than a decade, supporting Japanese language learners all over the world.Reading Tutor, a reading support system for Japanese language learners, presented by Yoshiko Kawamura, is a widely known and used system based at Tokyo International University, which offers automatic glossing of Japanese text with Japanese definitions and examples, and translations into 28 languages. After introducing the system, its development, functionalities and its tools for signalling the level of difficulty of single words, characters, or whole Japanese texts, the author describes its possible uses in language instruction and autonomous learning, and one concrete example of its application to the development of learning material for a specific segment of learners, foreign candidates to the Japanese national examination for certified care workers, mostly Filipino and Indonesian nurses working in Japan. The author concludes with suggestions for fostering autonomous vocabulary learning.The other Japanese language learning support system with an equally long and successful tradition, developed at Tokyo Institute of Technology, is presented by its initiator, Kikuko Nishina, and one of its younger developers, Bor Hodošček, in Japanese Learning Support Systems: Hinoki Project Report. The article presents the many components of this successful system, including Asunaro, a reading support system aimed especially at science and engineering students and speakers of underrepresented Asian languages, Natsume, a writing assistance system using large-scale corpora to support collocation search, Natane, a learner corpus, and Nutmeg, an automatic error correction system for learners' writing.The last project report, by Tomaž Erjavec and myself, introduces resources and tools being developed at the University of Ljubljana and at Jožef Stefan Institute: JaSlo: Integration of a Japanese-Slovene Bilingual Dictionary with a Corpus Search System. The dictionary, corpora and search tools are being developed primarily for Slovene speaking learners of Japanese, but part of the tools, particularly the corpus of sentences from the web-harvested texts, divided into five difficulty levels, can be used by any learner or teacher of Japanese.I hope you will enjoy reading these articles as much as I did, and wish you a peaceful New Year.
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Allam, Madawi, Tariq Elyas, Ayman Bajnaid, and Hussam Rajab. "Using Twitter as an ELT Tool in the Saudi EFL Context." International Journal of Linguistics 9, no. 5 (September 5, 2017): 41. http://dx.doi.org/10.5296/ijl.v9i5.11813.
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The present study aims at investigating English as a Foreign Language (EFL) Saudi students’ adaption of Twitter and utilizing it as an English language learning tool and the different characteristics of each adopter category using Roger’s Diffusion of Innovation Theory (DOI). It targets both the foundation year Saudi female university students studying EFL at the English Language Institute (ELI) at King Abdul Aziz University (KAU) as well as the male and female Saudi students studying English at English language institutes abroad. The sample will consist of 50 female preparatory year students (PYS) studying EFL at the ELI. Their ages will range between the ages of 18 and 21 years old and will all be likely to come from an Arab origin. Furthermore, the study will include 50 male and female English learners who are studying abroad. This quantitative study uses a three parts questionnaire. The first part will request demographic information from participants such as age, years of experiences, academic ranking, and the level they are studying in the students' case. In the second section, participants were asked to choose the response that describes the degree to which they use the innovation (Twitter). In the last section, participants were asked to read 23 statements that measure the different characteristics of each adopter category which influence the user intention and behavior. The 23 statements were based on the five perceived attributes of innovations derived by Rogers (2003). A five-point Likert-type scale ranging from strongly agrees to strongly disagree was applied to assess the perceived attributes of Twitter. The researcher aims at identifying valuable insights on how much the social network website Twitter is accepted and used as a learning tool for Saudi language learners. Therefore, based on the findings of this study, researchers in the same field may expand the study by moving to further experimental research that maybe carried out to investigate the effectiveness of Twitter as a teaching tool in the ELI classroom at KAU and other language institutes outside the Kingdom.
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Tavakoli, Mona. "USING GOOGLE SEARCH FOR ENGLISH GRAMMAR LEARNING." Journal of Nusantara Studies (JONUS) 6, no. 2 (June 30, 2021): 318–39. http://dx.doi.org/10.24200/jonus.vol6iss2pp318-339.
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Background/Purpose: Second/foreign language learners face problems in different areas such as correct word usage, grammatical accuracy, and pronunciation fluency. This paper responds to one of these problems by investigating the impact of strategic Google Search on Iranian English as a foreign language (EFL) learners’ grammar learning.
Methodology: Sixty Iranian intermediate EFL learners from a private English language institute in Isfahan, Iran were selected and randomly divided into two groups. To find which areas of grammar are most problematic among the participants, a multiple-choice grammar pretest which was validated by five English experts was given to them. Then 10 questions that most participants answered wrongly were selected as the most challenging ones. During 10 class sessions, the participants were taught how to select the correct choice through Google Search. In fact, each participant in the class had a laptop connected to the internet. The researcher taught them how to search on Google strategically and the participants found out that in Google sites there are some sentences which are grammatically wrong and they should not trust them. They learned how to search strategically for the correct choices. At the end of the sessions they answered a posttest containing different questions but in the same grammatical areas. The pretest and posttest both were conducted while the participants were connected to internet sites.
Findings: Data analysis was done through running t-test using SPSS software and statistically significant difference was revealed. The findings showed that those participants who were taught how to strategically use Google Search performed better in the posttest. Therefore, the results revealed that correct Google Search had improved the Iranian intermediate EFL learners’ grammar knowledge.
Contributions: This study has several implications for both language learners and teachers regarding the use of Google platform for English grammar learning. In addition, it contributes to the body of knowledge that strategic Google Search does not only improve the Iranian EFL learners’ English grammar but also make them less dependent on teachers thus promoting autonomous learning.
Keywords: Google search, EFL learners, grammar learning, intermediate EFL learners, Iran, web-based instruction.
Cite as: Tavakoli, M. (2021). Using Google search for English grammar learning. Journal of Nusantara Studies, 6(2), 318-339. http://dx.doi.org/10.24200/jonus.vol6iss2pp318-339